<h1>Questions in the questionnaire</h1>

<p><b><u> What kind of knowledge I evaluate?</u></b></p>

<p>Simplifying Marzano taxonomy, R.J. (2001), we will perform a classification of the types of knowledge that can
   evaluate the student.</p>

<p>We will structure into three levels, one lower (1) to another upper (3),
   however this only implies that the stratification level requires
   the former, there is a greater or lesser difficulty:
   <ul><b> Example 1: </b><i> "memorize 1000 decimals of pi" </i> is an activity
       extraordinarily difficult, however would be framed within the below (1)</ul>
   <ul><b> Example 2: </b> Similarly, a task that any philosophy student could do,
       and explain the relationship between the Platonic theory of perception and the Aristotelian
       correspond to the top level (3).</ul></p>

<h3>Level 1: Remembers</h3>

<p>It is the most basic level, and correspond to the knowledge that we simply <b>memorize</b>,
   <b> either verbal information </b> (a name, a phrase, a number ...) or enforcement proceedings</b>
   (The steps to perform a particular task).</p>

<p>Samples this category are remembering a historical date or the atomic number of an element,
   and perform an arithmetic or draw a geometric figure given
   (A hexagon with the technique of the compass, for example).</p>
<p>It is, ultimately, the level at which a computer is moved, the other steps are genuinely human.</p>

<h3>Level 2: Understanding</h3>

<p>Level and requires making a distinction <b>relevant information</b>, and
   <b>classify it in the right category</b>. Examples:
   <ul>- Summarize a literary and extract the main themes. </ul>
   <ul>- To know explaining a concept, such as metabolism or the Kantian noumenon,
         not limited to reproduce a given definition. </ul></p>
<p>Suppose a student is asked to name the different compounds
   are happening in the Krebs cycle (pyruvate, acetyl Co-A ...). Here we evaluate <b>remember</b>.</p>

<p>If, however, we asked about the possibility of occurrence of the cycle
   Krebs on dehydrated medium, evaluate <b>understanding</b> (except, of course, that
   that question had already been asked in class, in which case there would
   more rewarding attention paid by the student).</p>

<a name="nivel3"></a>
<h3>Level 3: Analysis - Use</h3>

<p>Upper level is characterized by the application of <b>learning in situations
   new knowledge by relating different, generalizations or
   identify specific applications</b>.</p>

<p>Summarize a literary, to continue with the previous example, requires understanding
   while relating the content of that work with the trajectory of the author to whom
   belongs, with its historical context or the work of other authors, is more
   complex (not difficult).</p>

<p>Another example of this category can find the time to give a <b>reasoned opinion</b>
   (With Moodle questionnaires available, the "type test" should be specified to
   evaluate such a thing).</p>
<p>We also found examples closely related to physics or mathematics:
   when it poses a <b>new problem</b> (ie not one that has been
   previously and training data has changed) oblige the student to
   unleash this level of knowledge, <b>reasoning from what they learned
   to give the correct answer</b>.</p>
